Characteristics of a Good Learner

We believe that children who excel in Computing have these essential characteristics:

• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.
• An understanding of the connected nature of devices.
• The ability to communicate ideas well by using applications and devices throughout the curriculum.
• The ability to collect, organise and manipulate data effectively.


In order to excel in Computing, we believe that children throughout our school must achieve the following learning objectives:

•    To code
•    To connect
•    To communicate
•    To collect

Specifically, the children should master the skills below:

Learning Objectives

Aspects of Learning

Key Stage 1

Milestone 1

Lower Key Stage 2

Milestone 2

Upper Key Stage 2

Milestone 3

To code (using Scratch) Motion • Control motion by specifying the number of steps to travel, direction and turn. • Use specified screen coordinates to control movement. • Set IF conditions for movements. Specify types of rotation giving the number of degrees.
Looks • Add text strings, show and hide objects and change the features of an object. • Set the appearance of objects and create sequences of changes. • Change the position of objects between screen layers (send to back, bring to front).
Sound • Select sounds and control when they are heard, their duration and volume. • Create and edit sounds. Control when they are heard, their volume, duration and rests. • Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation.
Draw • Control when drawings appear and set the pen colour, size and shape. • Control the shade of pens. • Combine the use of pens with movement to create interesting effects.
Events • Specify user inputs (such as clicks) to control events. • Specify conditions to trigger events. • Set events to control other events by ‘broadcasting’ information as a trigger.
Control • Specify the nature of events (such as a single event or a loop). • Use IF THEN conditions to control events or objects. • Use IF THEN ELSE conditions to control events or objects.
Sensing • Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?). • Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions). • Use a range of sensing tools (including proximity, user inputs, loudness and mouse position) to control events or actions.
Variables and lists • From Year 3 onwards. • Use variables to store a value.

• Use the functions define, set, change, show and hide to control the variables.

• Use lists to create a set of variables.
Operators • From Year 3 onwards. • Use the Reporter operators

() + ()

() – ()

() * ()

() / ()

to perform calculations.

• Use the Boolean operators

() < ()

() = ()

() > ()




to define conditions.

• Use the Reporter operators

() + ()

() – ()

() * ()

() / ()

to perform calculations.

Pick Random () to ()

Join () ()

Letter () of ()

Length of ()

() Mod () This reports the remainder

after a division calculation

Round ()

() of ().

To connect • Participate in class social media accounts.

• Understand online risks and the age rules for sites.

• Contribute to blogs that are moderated by teachers.

• Give examples of the risks posed by online communications.

• Understand the term ‘copyright’.

• Understand that comments made online that are hurtful or offensive are the same as bullying.

• Understand how online services work.

• Collaborate with others online on sites approved and moderated by teachers.

• Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

• Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

• Understand the effect of online comments and show responsibility and sensitivity when online.

• Understand how simple networks are set up and used.

To communicate • Use a range of applications and devices in order to communicate ideas, work and messages. • Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally. • Choose the most suitable applications and devices for the purposes of communication.

• Use many of the advanced features in order to create high quality, professional or efficient communications.

To collect • Use simple databases to record information in areas across the curriculum. • Devise and construct databases using applications designed for this purpose in areas across the curriculum. • Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner.



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